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CONNECTOR:
THREE TYPES OF PROFESSIONAL PRACTICE
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CONNECTOR
Outcome: Develop YOUR OWN understanding of the Instructional Framework Elements and begin to visualize what this looks like in practice to build the foundation for a Growth Mindset.
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CONNECTOR
Three Types of Professional Practice1. Automaticity
2. Flow
3. Deliberate Practice
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Three Types of Professional Practice
Automaticity: occurs with a tasked carried out with minimal mental effort, possibly without thought
• Ok for routines and management stuff
• Not a great practice for instruction/learning
• Examples that can occur in the classrooms: spelling, vocab, math facts, calling on students
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Three Types of Professional Practice
Flow: engage in activities of which you are skilled at. The level of challenge perfectly matches the skills, training, strengths, and resources you possess.
• high level of performance • often lose track of time
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Three Types of Professional Practice
Deliberate Practice: continually challenging yourself. You are on the edge of comfort and failure with the challenge.
• engaging in constant pursuit of excellence and growth
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CONNECTOR
Task: Create an analogy of these three types of Professional Practice
Automaticity
Flow
Deliberate Practice
Be prepared to share out with the group
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SUPPORTING THE INSTRUCTIONAL FRAMEWORK
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Supporting The Instructional Framework
Outcome: Build YOUR OWN understanding of the Instructional Framework Elements and start to visualize what this looks like in practice.
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Supporting The Instructional Framework
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Supporting The Instructional Framework
Generate a list of strategies/techniques that could be used for the element.
Brainstorm how these strategies/techniques could be used with our current resources.
Ideas are available in the Marzano books. “Teaching with Technology excerpt” is copied and stapled to your sheet.
Be specific – another pair will use your receive your sheet for the second part of the activity.
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BREAKPLEASE BRING YOUR ELEMENT PACKET TO THE FRONT OF THE ROOM
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Supporting The Instructional Framework
Choose a content area and lesson objective.
Using a strategy/technique from the front page – identify what this element could look like at the four levels.
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Supporting The Instructional Framework
Thoughts to consider:The scale is vague – your work is thinking deeply about what does this actually look like in classroom at each level using a selected strategy/technique.
There is not a right or wrong answer. This is an exercise you and a teacher will eventually do together around his/her selected element.
It does not need to be a different strategy for each level.For example – Beginning: KWL, Developing: Anticipation Guide, Applying: Preview
Question. Instead think about how a KWL chart may be an example of all four levels – but it is how it is used that changes the level of implementation.
“Coaching Classroom Instruction” book provides examples at each level for every element.
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Closing: Before Next Time
Before next time – capture a classroom video (maximum 3 minutes). Be prepared to discuss which element this video represents.
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THANK YOUFOR ALL YOU DO!